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Lesson Plan 1 - PDF

1) The lesson plan addresses vocabulary development, interpretive listening/reading skills, interpersonal speaking skills, and presentational speaking/writing skills. 2) The objectives are for students to understand the historical context of Modernism and the poem "Dulce et Decorum Est", analyze poetic devices, and write an essay reflecting on the poetic condition in trenches. 3) Activities include identifying features of Modernism, defining key terms, listening to the poem, analyzing vocabulary, language, themes, and literary devices, and discussing how the poem exemplifies Modernism.

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Iulia
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
277 views

Lesson Plan 1 - PDF

1) The lesson plan addresses vocabulary development, interpretive listening/reading skills, interpersonal speaking skills, and presentational speaking/writing skills. 2) The objectives are for students to understand the historical context of Modernism and the poem "Dulce et Decorum Est", analyze poetic devices, and write an essay reflecting on the poetic condition in trenches. 3) Activities include identifying features of Modernism, defining key terms, listening to the poem, analyzing vocabulary, language, themes, and literary devices, and discussing how the poem exemplifies Modernism.

Uploaded by

Iulia
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Foreign Language

Daily Lesson Plan Template


Name
Class/level

Erejdi Iulia
B2

Date
Unit/Theme

10.01.2014
Modernism and war poetry

This lesson addresses (check those that apply):

Vocabulary Development

Interpretive Mode Listening or Reading

Language Structure/Grammar

Interpersonal Mode - Speaking

Culture Concept

Presentational Mode Speaking or Writing

Students will understand the historical, social, and cultural context of Modernism
at large.
Students will identify the Modernist features of Dulce et Decorum Est
Objectives

Students will understand the context and meaning of Dulce et Decorum Est
Students will correctly identify, analyse and use poetic devices
Students will write an essay that reflects their own feelings, thoughts, and beliefs
regarding the poetic condition in trenches.
Students will make the connections between historical poetry, contemporary poetry
and their personal experiences

Aims

to indentify the main features of the modernist trend


to indentify the theme and the motives of the poem
to familiarize with the modernism lexis

to identify and use the poetic devices in the poem in the oral and written
communication
to interpret the poem, pictures and video and support their interpretation with
evidence
to analyse and synthetise the given information as well as the information from
different sources
to make connections between their own values, beliefs and cultures and those reflected
in literature
to provide a written work in which they will use the new lexis, the poetical
devices, their cultural and historical background, their personal experience and the
critical thinking regarding the modernist poetic condition in relation to the poem
Dulce et Decorum Est
Time
Procedures

Mode
What will you do as the
teacher?

What will students do?

How
much
time
will
you
spend
throug
hout
the
class,
if not
all at
one
time?

Materials/
Resources/
Technology
Be specific. What
publisher produced
materials will you
use? What materials
will you develop?
What materials will
you bring in from
other sources?

Anticipatory Set -

1. Showing pictures
from the Victorian
era
and
the
beginning of the
20th century.
2. Questions about
the
differences
between
the
pictures:

T: will ask the


Ss if they can
tell
the
differences
between the
pictures
Which picture
looks
more
traditional to
you?
When do you
think that the
pictures were
taken?
Which artistic
trend do you
think that they
belong to?

Brainstorming -3

2. The Ss will -Speaking &


identify
the writing
differences
between
the
pictures,
the
artistic trend
3. Ss will write
them down

Pictures form the


ending of the 19th
century and the
beginning of the
20th century

Providing Input -

1. Identify and list the


features
of
Modernism
T: Meanwhile the T.

will write down on the


blackboard
Sss
findings/beliefs about
the pictures

Possible
answers:
Progress, break with
tradition, elitist trend,
universality,
confusion, shock, daily
realities

The pictures above


mentioned will be
exposed in front of the
class

-Sss notebooks
-The blackboard

Guided Participation

1. Defining
Modernism
T: will provide a

1. Ss will write down


the definition

definition
of
Modernism as results
from Sss opinion

2. Drawing
an
chronological axis
of Modernism

T: will ask the Ss to


draw a chronological
axis on which they will
fix approximately the
beginning
of
Modernism and the
main historical events
of the 20th century
T:
Marking
WWI
(1914-1918)

3. Modernism
literature

in

T: Do you think that


Modernism
also
influenced literature
and when?
T: will provide Ss with
a
brief
oral
presentation
about
literature in Great
Britain before WWI
and will introduce the
concept of modern
literature and war
poetry
with
the
outbreak of WWI.

Def. An artistic elitist


trend characterized by
the
break
with
tradition
(religious,
social, political), belief
that the world is what
we say it is, the
relativity of things and
truth, championship of
the individual, the
experience
of
alienation, loss, and
despair.

-Individual
work

-2

Writing &
Speaking

-1

2. The Ss will write


down the axis and
will mark the date
of the beginning of
Modernism: WWI.
Ss: will circle WWI Listening

(1914-1918)
Ss:
answer
about
Modernism
in
literature
Ss: will write down the
concept of modern
literature
and
its
division: POETRY
WAR POETRY

-Sss notebooks
and blackboard
notes

- Sss notebooks
and blackboard
notes

-2
Sss notebooks and
blackboard notes

4. War poetry
context

in

A. Historical
background
T: will present to the Ss

a short movie about


the
historical
background of WWI,
the daily conditions of
the soldiers in the
trenches and the war
poets
T: will ask the Ss to
identify the involved
parties of WWI

B. Wilfred Owen: life


and works
T: will introduce the
figure of Wilfred Owen
as the most important
war poet. Will also
provide the Ss with a
brief list of his most
important works and
biographical
details
relevant to his work.

C. Dulce et decorum
est pro patria mori
T: will present Dulce et
decorum est pro patria
mori as W. Owens
most famous work

-1

1. Ss will watch the


-Listening
video
-Speaking
3. Ss will answer:
-Writing
Central Powers
(Germany, AustroHungary, Italy),
The Allies (Great
Britain, France,
Russia)
4. Ss: will write down
the
most
important works
of W. Owen
-Listening
& writing

-6

-1
-

-Listening &
writing

Internet &
Sss
notebooks
http://ww
w.youtube.
com/watch
?v=0N3Huu
ttx8E

Sss
notebooks
T will
present a
picture of
W. Owen

-1

-3

Sss
notebooks


Application

T: listening to the
poem

Understanding the
poem
T: will ask the Ss
to read the poem

A. VOCABULARY
T: will provide a list of
military concepts
T: will ask the Ss to
identify by underlining
the unknown words
and provide synonyms
T: will provide Ss a list
with questions to
clarify the poem

B. LANGUAGE
T: will ask Ss to
identify the words
(nouns, adjectives and
verbs) that create a
sense of despair, irony
and patriotism

1. Ss will read the -Reading


poem
-individual
work
2. Ss will clarify with
the teacher the
military
terminology
3. Ss will write down
the
unknown
words and will
provide an English
synonym
4. Ss: will provide an
oral answer
5. Ss will highlight
the words using
three colours: one
for the feeling of
despair, one for
irony and one for
patriotism and will
present the answer

-2

-Sss textbook

-2

-Worksheet

-Writing &
speaking
-Pair work

-3

-Speaking

-5

-Online resources
(dictionaries,
thesaurus)
-Sss notebooks
-Sss textbook

-Reading,
writing,
speaking
-individual
work

-4

-Sss textbook

-Speaking,
reading,
writing
-group work

6. Ss will identify
literary
devices
such as: similie,
metaphor,
personification,
alliteration,
assonance,
onomatopoeia and
will fill in the list

-Speaking

In which of the three


categories do you think
that the title fits? What do
you think is the meaning of
the title?
C. LITERARY DEVICES
T: will provide the Ss with a
list of literary devices
which the Ss will have to fill
in with the literary devices
found in the poem T: What
do you think about the
rhyme of the poem? Is it
regular? Why?

Ss will fill in the -Reading


columns with at -Writing
least one example
of each and will
present the answer

Ss will provide and


answer on basis of -Speaking
they have found -Debating
out
8. Ss will identify the
themes: dying for
7.

D. THE THEMES OF THE


POEM
T: will ask Ss to
identify the themes of
the poem on basis of
the previous exercises
T: What do you think
that are the themes of
the poem?

ones country is not


noble, patriotism is
deceiving, there is no
truth or honour in
dying
for
ones
country.

-1

- Sss textbook
-Ss

-5

-Sss worksheet

-3

-Ss

E.

Extension Activities
Homework

MODERN FEATURES
OF THE POEM
T: will use a the initial
list with the general
features of Modernism
and will ask the Ss to
answer the questions
and observe how the
general features of
Modernism apply to
the poem
T: will ask questions
about each aspect
T: Creativity corner.
Write a letter to a younger
friend home in which you are
describing the situation on the
front, on the battlefield and
your feelings about the war.
Please use in your writing at
least 5 of the
lexical
constructions from exercise B
and another 5 literary devices
from exercise C. You can also
include military terminology in
order to make more realistic.

1.

Ss will revise the -Reading


initial
general -Speaking
features
of -Writing
Modernism
and
will express in an
oral
communication
their answer.

-Vocabulary
reenforcement
-Stimulating
creativity
-More
research
(example of
letters from
WWI)

-6

-Sss notebook
Sss textbook
-Ss

-1

-Sss notebook

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